Excellence and innovation in university teaching
- Paperback / softback, 306 pages, 234 mm x 156 mm
- 15 Jul 2019
- UCL IOE Press
National Teaching Fellowships, awarded by the UK's Higher Education Academy, celebrate and recognise individuals who have made an outstanding impact on student outcomes and the learning and teaching profession in higher education.
Tim Bilham is an independent writer and higher education teaching consultant.
Claire Hamshire is Faculty Head of Education, Manchester Metropolitan University.
Mary Hartog is Director of Leadership and Organization Practice at Middlesex University Business School.
Martina A. Doolan
Martina A. Doolan is a blended learning teacher and University Teaching Fellow at the University of Hertfordshire.
CONTENTS: Foreword, by Becky Huxley-Binns; Introduction: Reframing spaces for learning, by Tim Bilham; PART 1: PLACES OF LEARNING, SPACES FOR LEARNING: 1. Beyond the walls: Learning and the importance of place, by Tim Bilham; 2. Authentic learning through place-based education, by Derek France, Alice Mauchline, Brian Whalley, Martina A. Doolan and Tim Bilham; 3. Crossin’ the Bridge: Learning in community places, by Tess Maginess and Tim Bilham; 4. Moveable feasts: Unusual learning in unexpected spaces, by Alison James; 5. Creative learning spaces: Facilitating student-led learning, by Carrie Winstanley and Kirsten Hardie; 6. Making learning spaces: Working with architects and estates, by Ingrid Murphy, Gareth Thomson, Kevin Singh and Tim Bilham; PART 2: SPACES FOR THE SELF: 7. Borderland spaces: Moving towards self-authorship, by Jennifer Hill, Helen Walkington and Pauline Kneale; 8. Space for the self: Creating my academic identity, by Mary Hartog; 9. Creating space for the self: Thinking differently, by Celia Hunt; 10. Space for belonging: Induction and beyond, by Ruth Matheson and Mark Sutcliffe; 11. Spaces for performance: Becoming a professional, by Laura Ritchie and Ben Hall; 12. Recognizing the interior and relational spaces of workplace learning, by Ruth Helyer, Philip Frame and Mary Hartog; PART 3: SOCIAL AND COLLABORATIVE SPACES: 13. Live projects: Collaborative learning in and with authentic spaces, by Jane Anderson; 14. Collaborative and reflective spaces for developing professional practitioners, by Claire Hamshire, Deborah O’Connor and Kirsten Jack; 15. Reframing spaces for staff learning, by Joy Jarvis and Rebecca Thomas; 16. Towards a learning landscape: The potential for technologies to create social learning spaces, by Peter Klappa, Simon Lancaster, Helena Gillespie, Claire Hamshire and Tim Bilham; 17. Expanding the cross-cultural space: Providing international experiences in the digital global classroom, by Natascha Radclyffe-Thomas, Catherine McDermott and Rachel Forsyth; 18. Without walls: Using massive open online courses to extend collaborative learning spaces, by Momna Hejmadi and Tim Bilham; PART 4: INTEGRATING SPACES: 19. Thinking outside the box: Utilizing real-world space in teaching and learning, by Clive Holtham and Angela Dove; Postscript: Teaching excellence and the NTFS, by Sally Brown; Index
'This exciting collection offers an innovative and creative perspective on teaching and learning in higher education. All those who teach in universities - and their students - will benefit significantly from the many new insights it provides.'
'An important addition to the growing literature exploring interactions between the social and physical dimensions of learning in higher education. The authors are experienced teachers who have located their own practical experiences within conceptual ideas about space and learning, and the resulting case studies powerfully convey this integration of theory and practice.'
'In a busy world, where control and even surveillance are not far away, the matter of learning space becomes critical if higher education is to fulfil its responsibilities. Reframing Space for Learning takes these considerations seriously, and opens windows into spacious forms of teaching. Through accessible chapters, the voices of students, diagrams, and photographs, multiple spaces are not just depicted, but are here created. This lively and optimistic text demonstrates that new kinds of education are possible in universities. On the evidence here, the university still harbours spaces, and of many kinds.'